Gorefield Pre-School

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Safeguarding and welfare requirements

Equal opportunities


9.2 Supporting children with special educational needs


Policy statement


We provide an environment in which all children, including those with special educational needs, are supported to reach their full potential.


  • We have regard for the Special Educational Needs and disability Code of Practice (2014). and the families and childrens act.

  • We ensure our provision is inclusive to all children with special educational needs and disability..

  • We support parents and children with special educational needs and disability (SEND).

  • We identify the specific needs of children with special educational needs and meet those needs through a range of SEND strategies.

  • We work in partnership with parents and other agencies including the local offer in meeting individual children's needs.

  • We monitor and review our policy, practice and provision and, if necessary, make adjustments.

  • All children in our group will have a 2 years progress check between the ages of 24-36 months


Procedures

  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is Hannah Curson

  • We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.

  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.

  • We use the graduated response system for identifying, assessing and responding to children's special educational needs.

  • We work closely with parents of children with special educational needs to create and maintain a positive partnership.

  • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.

  • We provide parents with information on sources of independent advice and support.

  • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.

  • We provide a broad, balanced and differentiated curriculum for all children with special educational needs.

  • We use a system of planning, implementing, monitoring, evaluating and reviewing targets and plans for children with special educational needs and disabilities.

  • We ensure that children with special educational needs and disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability

  • We have systems in place for working with other agencies through the Common Assessment Framework (CAF) or local alternative, and early health care plan

  • We use a system for keeping records of the assess, plan, do and review for children with special educational needs.

  • We provide resources (human and financial) to implement our Special Educational Needs Policy.

  • We provide in-service training for parents, practitioners and volunteers.

  • We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.

  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.

  • We provide a complaints procedure.

  • We monitor and review our policy annually.


Further guidance


  • SEND code of practise for the early years (pre school learning alliance 2014)

  • issues in early intervention: identifying and supporting children with additional needs (DCSF 2010)

  • early years foundation stage statutory framework (DfE 2014)

  • the team around the child (TAC) and the lead professional : A guide for managers (CWDC 2009)

  • working together to safeguard children (DfE 2013)

  • Special Educational Needs Code of Practice (DfE & DoH 2014)

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